South Ruislip Nursery and Pre-SchoolOfsted report card, 18 Sept 2026

South Ruislip Nursery and Pre-School

Unique reference number (URN): 2857431 Address: South Ruislip Early Years & Childrens Centre, Queens Walk, Ruislip, HA4 0LR Type: Childcare on non-domestic premises Registered with Ofsted: 18/08/2025 Registers: EYR Registered person: The London Early Years Foundation

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Children understand routines and follow them with confidence, even when they are new to the nursery. They move freely between indoors and outdoors, making their own choices and following their curiosity. Children have positive attitudes to learning. They concentrate and take part in activities with great interest. For example, during circle time, staff sing action songs about good habits and routines, as well as nursery rhymes. All children join in with enthusiasm, including those who have recently joined and children with special educational needs and/or disabilities. Through these songs, children develop their sequencing, vocabulary and physical skills, together with a love of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children form positive relationships with staff and with each other, and they are kind and caring towards their friends. Staff calmly redirect children when needed. For example, when children throw toys, staff gently guide them back to their play and ask them to help tidy up. They praise children when they make good choices which helps children learn to manage their own behaviour.

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Inclusion Strong standard

Leaders who oversee children with special educational needs and/or disabilities know their roles very well. They want every child to have the best possible start, whatever their background or circumstances. Leaders and staff identify children's needs from the moment children join the nursery. Within the first month, staff have a clear understanding of each child's needs and act swiftly when they notice a concern. For example, they speak with health visitors or parents and carers to discuss any emerging needs, such as delays in walking. Staff work closely with families to find out about each child's learning, development and welfare, and what matters to the family. They also gather information from previous settings and observe children closely. They also arrange one-to-one support and purchase resources to support any individual needs. Staff talk with parents about their child's needs in a sensitive way. This means staff can put support in place from the start. Staff follow a clear

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Inclusion Strong standard

step-by-step approach to identify, assess and support children's needs. They work in partnership with health visitors and other professionals to help each child make progress.

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Inclusion Strong standard

Leaders and staff use additional funding to buy resources chosen to meet children's individual needs. For example, they buy resources that help children to manage their feelings. Leaders keep children known to children's social care safe and support them and their families.

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Achievement Expected standard

Children typically make good progress from their starting points across the areas of learning. Babies begin to say single words and play alongside others. As children grow, they develop their personal, social and emotional skills. For example, children who previously found it difficult to play with others now play cooperatively with friends who share their interests. Children move rooms when they are ready, based on their individual needs rather than their age. Pre-school children gain the independence they need for school. They put on their own sun hats before going outside and help themselves to fruit at snack time. Outdoors, children use tools, such as spoons, to scoop and mix mud, which helps to strengthen the small muscles in their hands.

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Achievement Expected standard

Leaders support a smooth transition to school for all children. For example, they invite teachers to visit children at the nursery before they start. Leaders also work with external agencies to ensure children with special educational needs and/or disabilities move on to the right next stage of their learning.

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Children's welfare and wellbeing Expected standard

Staff settle new children consistently well across all rooms. As a result, children typically form positive relationships with staff within their first few weeks at the nursery. Leaders tailor the settling-in process to each child and extend it when children need more time. Staff help children to develop a secure sense of belonging. In the baby room, they use children's names throughout the day. Staff invite parents and carers to bring in family photos to create family books. They display these in the reading area, so children can look at them and share news with their friends.

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Children's welfare and wellbeing Expected standard

Staff follow safer sleep guidance closely. They lay babies on their backs in cots, check the room temperature and watch babies at all times while they sleep. Staff know how to keep children safe at mealtimes. They sit with children while they eat and make sure children with allergies get the right food. The chef adapts meals to meet children's individual needs and preferences. Staff support parents with care routines, such as potty training. During play, they notice when children need a calm break and help them to feel settled again. Staff share information with the next key person about children's needs, interests and areas for development, so children's learning continues smoothly. However, important information, such as a change in a child's key person and children's routines, is not consistently and effectively shared with parents.

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Curriculum and teaching Expected standard

Leaders plan a curriculum that builds on children's interests, with a focus on personal, social and emotional development. Staff find out what children enjoy by watching them play and asking them directly. They build children's ideas into activities. They use books, mirrors and conversations to help children name their feelings. Staff model language well. They name objects, repeat words and ask simple questions. For example, when children pretend to eat a toy lemon, staff name the fruit and ask if it tastes nice. At snack time, staff introduce new words as children use tweezers to pick up fruit. In the baby room, staff sing songs with actions to help babies understand new words.

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Curriculum and teaching Expected standard

Staff also teach early mathematics. When children show an interest in pouring, filling and emptying, staff plan activities around this. They extend children's ideas and help them to learn mathematical language as they weigh and measure. Babies copy colour patterns as they build towers with blocks. However, staff interactions and discussions with children do not always build on and extend their learning.

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Leadership and governance Expected standard

Leaders have an open-door approach and keep in close contact with new staff through meetings and informal check-ins. They meet staff regularly in supervision sessions and team meetings, where they review their practice. Staff feel well supported and say that leaders listen to their views. Leaders take account of each person's wellbeing, workload and circumstances, and they help staff progress in their careers. For example, they put unqualified staff forward for training. Leaders know what the nursery does well and where it needs to improve. They are working to improve how they communicate with parents and carers and to make teaching more consistent across all rooms. This has a slight impact on children's ongoing progress. Leaders are aware of these weaknesses and have begun to address them.

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Leadership and governance Expected standard

Leaders take suitable action to keep children safe. For example, staff watch children closely as they play on the large outdoor equipment. Leaders build secure links with families and other organisations to support children's development. Staff keep parents and carers informed and suggest ways to extend learning at home. For example, parents say staff have shared ideas to help with potty training at home.

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What it's like to be a child at this setting

Children arrive happily at this warm, welcoming nursery and settle quickly. Babies feel safe and secure, and they are soon comforted when they need reassurance. Children enjoy a carefully planned environment that reflects their likes and interests. They investigate, explore and follow their curiosity. Children lead their own learning and develop their imagination and practical life skills. Babies scoop mud in the mud kitchen and push toy cars along, strengthening their coordination and control. Older children run an outdoor café. They pick herbs, mix them with mud and pour tea, using new words as they play together. Other

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Address:

South Ruislip Early Years & Childrens Centre Queens Walk children push dolls in pushchairs and pretend to look after younger siblings. Children help to decide how activities are set up, and they sustain their interest for long periods.

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Address:

Children form positive, trusting relationships with staff. For example, children come in from outside and greet their key person with a hug. They chat happily about what they are doing and feel listened to. Photos of their families in the book corner help them to feel that they belong. Children behave very well. For example, they are patient and wait their turn on the slide. They join in with circle time and copy the actions to familiar songs. They wash their hands regularly, including after playing outdoors and before they sleep. This helps them to develop their independence and self-care skills.

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Next steps

Leaders should strengthen arrangements to ensure parents are informed of any changes to their child's key person. Leaders should ensure precise and accurate information is provided to parents and carers regarding children's care routines. Leaders should continue to develop strategies to improve the consistency of high-quality teaching across the nursery.

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About this inspection

The inspector spoke with leaders, staff and the special educational needs coordinator during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Ruislip HA4 0LR Type: Childcare on non-domestic premises

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About this inspection

Registered person: The London Early Years Foundation

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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